We have been preparing physics teachers in the same manner for many decades. Yet, physics education research reveals for some observers disturbing evidence of little or no change in understanding the phenomena occurs as a direct result of physics instruction from elementary school through the college years. The apparent compatibility between these learning results and prevailing paradigm enables the construction of a description the paradigm. If it can be demonstrated that there is even just one alternative paradigm from which powerful alternative pedagogical practice is derived, are we not obligated to change how we prepare to teach physics?
This is an author-produced, peer-reviewed version of this publication. The final, definitive version of this document can be found online in the Proceedings of the 2004 Physics Education Research Conference published by American Institute of Physics, at: http://proceedings.aip.org/proceedings/top.jsp. Copyright restrictions may apply. DOI: 10.1063/1.2084738
Available at: http://works.bepress.com/dewey_dykstra/8/